Carter A. Winkle is an Assistant Professor in the Department of Curriculum and Instruction, facilitating both graduate and undergraduate courses across various Adrian Dominican School of Education (ADSOE) programs. Beyond research in the area of matriculation pathway programs for English as a second language students in university settings, Dr. Winkle explores educational issues within the realm of second-language teaching and learning, including alternative forms of assessment and feedback, such as dynamic assessment, embedded-audio feedback to students' compositions, and, as well, Visual Thinking Strategies as a pedagogical practice to support language acquisition in English language learners. A practitioner of arts-based research methods and methodologies—in particular, ethnodrama and other narrative genres—he additionally examines research questions related to gender and sexual identity in second-language teaching and learning contexts through a social justice or advocacy lens.

Dr. Winkle is an active member of numerous academic professional organizations, including the American Educational Research Association (AERA), Teachers of English to Speakers of Other Languages (TESOL), and Phi Delta Kappa International (PDK), among others. In addition to service with various ADSOE and university committee appointments, Dr. Winkle serves the Miami Shores community as Board Member of the Doctors Charter School of Miami Shores and through his activities supporting a number of initiatives within the collaborative Community Learning Partnership of Greater Miami Shores (a.k.a, “the CLP”), in particular, professional learning opportunities for local school teachers and administrators.

Winkle, C.A., Ban, R., Farrell, J., & Giordano, V. (2012). Project Fractal: Building an international research community. Qualitative Research and Interpretation: Selection of Articles from the Third International Qualitative Research Conference (pp. 563-576).

Winkle, C.A., Farrell, J., & Rosenkrantz, M. (2013a). Visual thinking strategies in an urban high school: the grisaille of a longitudinal collaborative portrait. Paper presented in the Roundtable Session entitled, “Learning Journeys: Students and Teachers Using Arts Based Educational Research” at the annual meeting of the American Educational Research Association (AERA)/Arts Based Educational Research SIG, April 28, 2013, San Francisco, CA.

Winkle, C.A., Farrell, J., & Rosenkrantz, M. (2013b). A portrait of professional development in Visual Thinking Strategies for dual- and English-language teachers. Paper presented at the National Association for Bilingual Education, February 7-9, 2013, Orlando, FL.

Winkle, C.A. (2012a). A narrative inquiry into the corporate unknown: Academic-discipline faculty experiences teaching in “pathway programs.” Paper presentation in the Paper Session titled, “Entryways into Academia: Complexities and Tensions” at the annual meeting of the American Educational Research Association (AERA)/Narrative SIG, April 13-17, 2012, Vancouver, Canada.

Ban, R., Winkle, C.A., Torres Gonzalez, J.A., & Rodriguez Silva, L.H. (2009). The use of electronic tools as a means of creating the ZPD in an academic writing course. Paper presentation in the Paper Discussion titled, “Current Research in Cultural Historical Theory, Session 1” at the annual meeting of the American Educational Research Association (AERA)/Cultural Historical Research SIG, April 14, 2009, San Diego, CA.

Winkle, C.A. (2008b). Audio-enhanced feedback for emergent students’ writing: How English language learners respond to virtual mediation. Research presentation at the Symposium of Second Language Writing, June 5, 2008, West Lafayette, IN.

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